I Love My Bike by Matthew Finkle, Brittain Sullivan

By Matthew Finkle, Brittain Sullivan

Biking is ready pleasure. convinced, it takes determination, energy, and grit, yet at its middle, being on a motorbike is all approximately rejoicing within the maximum transportational invention in background. i admire My motorcycle is a photographic social gathering of the grand kinship of bicycles, a bond shared by way of thousands of individuals all over the world. This particular and reasonable espresso desk e-book for cyclists collects the simplest of the tales, images, and bicycles encountered by means of the authors in the course of various cross-country photo-journaling journeys. Readers will meet longtime messengers and hardcore roadies, informal commuters and weekend day-trippers, tattoo artists and skate boarders, motorcycle developers and first-time owners—all of them in love with their two-wheeled devices. With lovely full-color pictures on each unfold, i like My motorcycle promises the trifecta of remarkable for any bike owner: cool humans, cool pictures, and very, fairly cool motorcycles.

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The University of the Past was associated with elitism, exclusion and inequalities (Morley, 2010a). The University of Today is diversified, expanded, globalised, borderless/edgeless, marketised, technologised, neo-liberalised and potentially privatised. Dominant discourses and imagined policy futures focus on excellence, innovation, digitisation, globalisation, teaching and learning, employability and economic impact (BIS, 2009). It is unclear whether these recent and current policy discourses are generating creative thinking about the future of universities, or whether they are limiting it.

The university of today is part of a national system of “higher education” composed of many types of institutions subject to contradictory tendencies. One promotes greater cooperation between colleges and universities, a fuller sharing of resources and commitments in the interests of the greater good. The other encourages competition, rankings, hyperbola and the exploitation of multifarious markets. Yet taken as a whole and with all of its perceived drawbacks, this world holds great possibilities for intellectual discovery, for social betterment and—to return to Newman—for teaching.

No one model prevails, and in some nations the participation of central government has been milder than in others. Historically, universities were accustomed to setting their own curricular and degree standards, with external examining in Britain assuring that standards across a particular segment of higher education were reasonably uniform. The system worked well when universities were few in number and polytechnics were linked to a central validating body, the Council for National Academic Awards.

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